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pH 8.5 



357 
3 B8 
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REPORT ON A SURVEY OF THE EYSTEW OF SUPERVISION 
OF THE FXEMENTARY SCHOOLS - HARRISBURG, PEKNE\XVANIA 



Prepared for the 
SPECIAL CO?,Pi!ITTEE OF THE BOARD OF SCHOOL DIRECTORS 

By the 
BUREAU OF MUNICIPAL RESEARCH, NEW YORK 

June 1920 



BUBMU OF MJNICIPAL BKSS&RCH 
BEff YORK 



/ ' 



Jtme 9, 1920 



Mr. George R. Hull, Chaliman, 

Special Coomittee, Board of School pireotors, 

Harrlsburgt Fa. 



Dear Sir: 

In aooordance with your direotions we hare 
made a brief survey of the system of supervision in the 
elementary schools of the school district of Harrisburg* 
and herewith siabmit our report thereon. 

Very truly yours, 

(Signed) CHARLES A. BFARD, 

DIHECQJQR 



prepared 

alt ■j.^^ioi iff acsHoa- 

immi3 tit Muri^ipAL RBasajscH, ist kjbk 

Jtme 191:0 



iljl!';-i\Tl!- . iJi- "■ .' . , t^ji ..U.lJA.'U,.-H - vM •.'-'• '.ivt. .: .■■.j.. ,i . j 



GHft 

OCT 27 «2B 






. Introduction 1 

i 

^^ ])efinltlon of £hq>ervi8ion 2 

^ The Keed of St^errlelon in School Administration 2 

The Development of the Present System of elementary School Supervision 4 

Adequacy of the Present System 6 

Number and Location of Buildings 10 

Provisions Ibde for Instruction of Special Subjects » . . . 11 

Training, Sq>erience and Tum-Orer of the Teaching Staff ....... 12 

Benefits of the Present System 12 

Kew Plan of Supervision Eas Not Led to Confusion 20 

The Cost of the Present plan of Supervision . 20 

Cost of System Not High in View of Needs and Services 25 

Eeoonmendations for the Immediate Future 28 

Sumnary of Main Pindings and Heoomnendations 32 



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T«n of the •l«KMitaz7 Mhool baildln«s w«rs 1mlldiag« m- 

.«*.,.h^^« «a1m L^HEPQHT or A 3UETin W THE aiSTm OP SUPHaVISIQH -. s-tv ^? f^r>Yewd 

OT THE ELSttFUTARY SCHOOLS - MRRISHIRa, PEMfSYLVMIA 

k««a MMde ef tlw progxana* plana &r 

Introdttotlon 

tn f f . 
So ope of Inqulryt 

The soope of this study has been limited to the ezeoutlve direotlon and 

oontrol of the wori: of the elementary sohool organisation of Harrisburg. Supervision 

of classroom instruction and school management is considered a part of the fimctlon 

of exeoutiye direction and oontrol of the elamontary schools. In the course of this 

survey an atteinpt has been made particularly to: 

1 - Grive an appraisal of the present system on the basis of econoiqy and in 

the light of what is considered good practice in the organization of 

'•t asei- _'5 

an elementary sohool si^ervisory force 

of the rd. SttPf - ■^\'rorx to & •pTir* IctJ.l^r 

2 - Conpare the present system of supervision with that which formerly existed 

in the elementary schools of Earrisburg 

3 - point out outstanding needs for the immediate future 

Time Spent and Sources of Informationt ,^ -j^^e t:^iji .£ 5/iia B«rvice. 

th0r« are- ^° days of the representative of the Bureau of Municipal Research were 
spent In Earrisburg, most of his time being taken vcp in Interviewing various members 
of the teaching and siqpervising staff and in directing the collection of statistical 
data. Ihe following individuals were interviewed: 

^: Chairman of the survey committee of the board of school directors 

Superintendent of schools 

Supervisor of advanced grades ..^ ^i apj,-r.-.'«a ij^aiaisa 

Supervisor of primary grades 

Ten siq>ervising principals 

Two former district sx^ervlsors 
'^' Supervisors of special activities > manual training, music and drawing , a 

Superintendent of buildings 

Chief medical officer ^^^^ .. 

Chief attendance officer 



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rsBl^oxarl arl* 1o ^sq s iiotoMaiioo el JxreinsjiBnBffi looxioa iite noItoun^Bul aiocTCBBalo lo 
t.Iii* lo 9aii;oo odi ai .aloOiioe ^aiaemsl9 ©;^'.' •■■ ""o^^coo bus rroito^r^f' ^,T,-f-f-t)>iv^ 7o 

:o* ■^lelijoi.a'iaq ei>piti ciescf sad .lciia&.t;/6 ^xs ^4e-?'i:i,'« 
at ba» xpionooe Ttc aiestf asii ao roe;fa"\ja ;rn©e=?iq aiii' lo Irjilsaqqa tea stID - I 
Sc .ooii'sa.fcifaj^io 3>.d* xii «'^'^^..i«^'- 7v,n>j 'if^eMaaoo al Jaiw lo d'ifS-tX ©rid" 

^o'sfal ^loai-rsaqjie looxfoe ^ei'flsmele jxa 
JbaJalxa ^Yecrcol lioixlw t»di tl*lw xioialTicacff/s Ire msJaT^a Jn^eenq ail;? ©•xaqnoD - S 

3'iffcfex*ii.3c! ^0 »rr.odoa i^Tia^flemsIe otLf si 
&tuti/% ai»lb9tml etti 'lol aijseii :^baeietxm isfc :falo<l ~ 5 

tiiOliBcnotal ^o aeovroS i>rtB ;txiec-8 amfl 
arcew lioiBdaeH iBqlolaan lo (fse-xxre eiid' 'io eri/is;)'a8«sniq8ri adi io b\;s6 owS 

Biftif.fv.i.' otfofn^v iir":'.'-.tv" ..t-i? '-rf i-itf lA'Hai "^iil d Ar.ii al.-r T-o ific:!:: ,^i-J:iJc'8 f'lTaH cil ;$'Xl9qa 

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aiot&ortii) loofioa 'to Inaotf ©rs* ^c 9eJ^?lnn!0& '^eTTwa adi io aacnladO 

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Ten of the elementary sohool buildings were visited in which buildings seventeen 
teaohers selected at random ^ere interviewed. Practically the whole city was covered 
for the purpose of obseirring the location and the distances between schools. A care- 
ful study has been made of the reports, programs* plans and ei^penditures for the 
■tq)ervi3ory staff. 
Definition of Supervision 

St^ervision is an act of expert personal direction and control of the work 
of others. It is a part of the woric of the executive staff. It is more than mere 
inspection of the work of others. Siqpervisiou of schools means observation, con- 
ference, demonstration, oonstrootive criticism and helpful sxiggestion on the part 
of the siQ>ervisory staff to the end tiiat others (usually subordinates) may improve 
their worlc and their professional standing. Supervision may be general or special 
or both. Supervision which is given by & superintendent or assistant superintendent 
of tlie administrative acts of others is general. Supervision given to a particular 
grdie or subject may be called special. 
The Heed of Supervision in School j kdxainistration 

Public as well as private enterprises exist and are operated to produce 
Bome lEliid of service or serviceable product. In the performance of this service 
there are three distinct phases or steps which demand the attention of separate 
individuals or groups of individuals, viz.: 

1 - The establishment of general policies for the enterprise (the board of 

directors) 

2 - The planning and recommending of policies as well as the executive 

direction and control of the perfortnanoe of approved policies 
(the executive staff) 

3 - The perfonoanoe of the processes involved in the rendering of the service 

or in the making of seznriceable prodvicts (the entployees) 



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In sohool systems these three phases of a dmluist ration are perfomed 
respectively by - 

1 - The board of sohool directors 

2 - (Che s\Q>erintendent of schools together with his assistants, supervisors, 

directors and supervising principals (frequently in conjunction with 
the secretary of the board) 

3 - The teaching staff 

Svery system of schools however small is provided with a board of directors 
and a teaching staff. Without these no policies can be determined or work pei^formed. 

It is as the school system grows that the demand arises for some definite 
provision for expert direction and control of the system and its work. a.b the number 
of pupils increases there is more need for buildings and accommodations and teachers. 
Consequently there arises a need for coordination and standardization to the end 
that educational opportimities shall be made equal for all 6f the children of the 
conmunity. To meet this need boards of education adopt rules and regulations, 
ooxirses of studies, standards of scholastic achievement, salary acheaules, standards 
for supnlies, etc. At the same time the need arises for some individual or group of 
Individuals whose duty it is to see that the rules and policies of the board are 
carried out. If the system is small it is possible that the superintendent alone 
may see that these are enforced with reas enable success. As the system grows, hovever, 
the work becomes more highly sub-divided and the sv$>erintendent is in need of more 
general and special assistance in directing and controlling the increasing volume of 
work as well as the specialized problems. 

An analogy may make this clearer. A. proprietor of a small genezwl store 
nay, through his general loiowledge and experience, successfully manage its affairs, 
yet should this establishment develop into a modem department store there arise 
immediately needs for general assistance and expert heads for tne special depart- 
ments to assist in the direction and control of the service of the establishment. 

3 

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,airoi*aI«:gei h/ra aeXin IqoJbs aoljsaifi)© ip earn ;iii* isom ©\e .^»im. 

TiBOtS osO to aeiolioq BaB e^itn odt 7&ut 99« cd" «x iTx x.fjj^s esox-w eifsi;;:'(\Mi>ai 

■arfcfp j.t Jtlaue ai Bi*.tR-v,* srij i^f-rTso 

ij'iOHJ it! ijsea xi.l ai - Sit* jMJS -<i*B 'jidgxu ■.-.•'j.oai ««■■. 

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From the standpoint of sdininlatiatlTe need a system of eciiools the size of 

Earri8l}UTg may well be con^ared witn a modem business or industrial organization in 

whioh there is need for general and special assistance for conducting its affairs 

efficiently. 

Ihe DwYelopment of the Present System 
of Elementary School Superrision 

Lt the beginning of the present school year (September 1919) the public 
schools of Harrlsbui^ were organized on what is called the 6>3-3 plan. lhat is, the 
old organization of eight grades in the elementary school and the four grades in ttie 
high school was so changed that the new elementary school organization now comprises 
only the grades 1 to 6 inclusive. Xhree grades, 7 and 8 of the old elementary school 
organization, together with the first year of the higb school, are in the Junior 
high school organization and housed in the two Junior high schools (Bdison and cainp 
Curtin), line remaining three grades, the last three grades of the old high school 
organization, make izp the senior hi^ schools. 

By this reorganli^atlon about 16 per cent of the elementary school enroll- 
ment (in grades 7 and 8) were placed in modem Junior high school buildings* and 
are now receiring specially sizperrisex and dejartmentalized instzoiotlon of a 
modem type. 

At the same time the system of superrision in the elementary schools was 
changed. Prior to September 1919, the elementary schools, Srades 1 to 8, were 
housed in twenty-eight buildings with a principal in each building. These principals 
were made responsible for teaching full time and at the same time for the discipline 
and general supervision of the activities of the building, iji extra increment of 
salary was allowed to these principals. Ckie received ,f500, eleven received $350 and 
fifteen received $100 extra ooi^pensatlon for their services. In thirteen buildings, 
assistant principals were provided whose duties were to act as the general assistants 
to the rei^ective principals. ?or this service twelve received |100 and one received 
|200 as additional ccnnpensation. 



* A. few of the 7-B grades, however, were retained in the elementary school buildings, 

4 



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looiioa Tj^.- - Jalo en? lo 8 jcma 7 ,a3i>fi-sg satcfi' ,©Tri«»Xofli 3 c* I eeJbeis 9fW -^ao 

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^ The prinoipals being held in their olassrooms all the time could not* by 

the very nature of the oaBe, aupenrlse the olass vork of the other teachers in their 
■fcuildingfl. To provide for such supervision five district supervisors* were provided, 
eaeh covering a certain number of schools or a district in the city. It was their 
duty to direct and control the classroom worlc in the several elementary classes, of 
which, at that time, there were 259.** Due to this limited supervisory staff it iras 
therefore necessary for the superintendent to spend a oonsideiable part of his time 
in class supervision. 

Nominal siQ>ervislon was provided for certain special activities in the 
elementary schools through a supervisor of drawing and one in music. The time of 
these supervisors, as well as the tiiiie of their assistant teacJriers, was given 
practically entirely to the teaching of special classes so that little or no special 
supervision in the real sense was provided. 

Such was the organization of the system of svpervision for the elementary 
schools obtaining for the eight grades prior to September, 1919. 

In moving the seventh and eighth grades into the junior high schools this 
groiqp of children received the benefits of better sxqpervision, and had no reorganiza- 
tion talcen place in the old system of si^ervision in the elementary schools the 
teachers and piqplls remaining in grades 1 to 6 would not have been much better off 
than they were before. It was, therefore, evident tliat a more effective system »f 
siqpervislon for the first six grades should be established. SJiere is indeed no 
good r^son to believe that a more intensive system of supervision Is needed for 
pv5)lls and teachers in the seventh and el^th grades than for those In grades 1 to 6. 
The most critical and vital period in the education of children is during their school 
life in the lower grades of the elomentary schools. Statistics from wide sources show 



* >Ckie of whom was designated chief siq>ervi8or 

** This includes classes taught by principals and assistant principals as well as 
the classes in the open-air school and for baoicKrard children 



$ 



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lo otfti' &dS .ciawffi isi eac iuia ■ So tcaivieqwe a .1?j.o<s;4^ alooiioa x^eiobaxeLe 

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^fi" reva"R evtT;:-;^ -. -^f;ri4^ 3'w,^£v<* ,'^o"\ .asw tT. .©'jolMf ef^w irs-ft nnrfi^ 

10^ sJ: coimr^eqara "io asoJ-B-^a .;• avelXetf o-t aoaaei Sooj 

«'"jii« a<jii«;ru8 olJiv/ ccii BOiiJeid'iM'6 »aiomiuk \ts^x a*woi sd^ at a^tl 



Sit i.At»w au aiiH *• 



ohildren 
that with the alzth. grad^begln to leave sohool for one reaeon or another so 

that by the end of the eighth grade about one-half of the children who startecl in the 
first grade have left soliool. lEhere is then all the more reason that these younger 
children should get the best siipervision that it is possible to provide, or at least 
the lower grade supervision should conjure favorably as to amount and character with 
the supervision given in the Mgher grades. It was, therefore, in fairness to the 
pupils and teachers in the grades 1 to 6, that a more satisfactoiy system of super- 
vision was necessary for the first six grades. 

In September 1919, the present system of supervision was established, ^e 
positions of twenty-eight principals, thirteen assistant princij^als as well as five 
district supervisors were abolished. In their stead were established the following 
positionst 

10 supervising principals 
27 head teachers 

1 supervisor of advanced grades 

1 siq)ervisor of primary grades 

Furthermore, the 8iq)ervisors of drawing and masio'* were relieved of school- room 
teaching, thereby becoming free to supervise tne classroom teachers iii the teaching 
of these specialties. 

Ihe sT;5)ervising principals were each placed in charge of two or more 
elemantaiy school buildings. Eisy were freed from classroom teaouing and were made 
available personally to direct and control the wori of the teachers in the buildir-gs 
under their charge. 03ie number of teachers for each supervising prixioipal under this 
system now -varies from 15 to 29; the number of oiiildren from 554 to 1,067. Ihe 
distribution of the work among these principals is set forth in the following tables 



•Ohese supervisors also supervise the teaching of these specialties in the junior high 
schools and senior high schools 






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Table Showing the Distribution of Buildings, Teachers and Pupils 
Iznong the Super vx sing Principals - May, 1920 



SS:BBC=S=S;CSBeKSBSSCS— =— BSBSBCSB— EBS— S±S=.— CSSeS — BKBSSB&BCSiBSCCKS:; 



S\Q>erTising Principal 



Number of Buildings 



Number of Teachers* 



Number of Pupils** 



Baker 

Or all 

Ferguson 

Oani>le 

Grretx 

Heiges 

Hocker 

Kennedy 

Kob 

Krall 



S 
S 
9 

8 
2 

2 
8 
2 
5 
8 



20 
15 
28 
21 
29 
18 
22 
24 
24 
21 



555 
554 
663 
646 
1,067 
616 
745 
906 
656 
728 



Total 



27 



217 



7,577 



In each building a head teacher is proTided whose duty it is to be in respons- 
ible charge of the building and its activities in the absence of the supervising principal. 
Sach head teaciuer nov. receives $100 as additional condensation for such service* 

The tv.0 supervisors, viz., the supervisor of primary grades and the supervisor 
of advanceu grades, are assigned to the city at large. The supervisor of primary/ grades 
supervises the instruction in grades 1 to 3. In the case of the first grade this 
supervisor has practically full responsibility for the work because of the peculiar 
character and importance of first-grade work: and because of her special ability in first- 
grade instruction and class management. The principals have, therefore, practically no 
responsibility vdth respect to first grades. 

The supervisor of advanced grades is responsible for the supervision of 
grades 4 to 6 Inclusive. At the present time he has under his supervision a few 7B 
classes *liich have not yet i^een absorbed into the junior hi^ school organizat;ion. 
Besides supervising the instruction in these grades, he also Siipervises the general 



• Including head teachers, but not detention school 
•• Average monthly enrollment approximated by the superintendent of school 






feo,i 
3oe 

833 
3SV 



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at ed oi > arjorf- JbaJbEvcxc. si tsj^ose* Jy^arl b §i.i.tulti.-(f it one iil 

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loorioB 10 i^iraiflsinliaqi/ 






nanagement of the elementary school buildings, and each principal is directly respons- 
ible to this superTisor and reports directly to him. The superTlsors of advanced 
grades, primary grades, drawing and music are directly responsible to the superintendent. 
idequacv of the Present System 

There is no one Index of the needs for superTision of the vork in school 
systems. Sereral factors must be considered in proTlding a superTisory staff, 
ivong the most iii;>ortant of these factors are: 

1 - The number of teahhers or classes 

2 - The number of buildings 

S - The distance between buildings 

4 - Provision made for Instruction of special subjects 

5 - Training, experience and tui-n-orer of the teaching staff 

^ . , in discussing the adequacy of the present system of elementary supervision, 

we Will take up these points seriatim. 

Ntunber of Teachers or Classes: 

Con^ared vith other school systems on the number of teachers per supervisor, 

it does not appear that the Harrisburg school system is over supervised. According to 

the follov-ing figures, Harrisburg provides about one supervising officer for every 

eighteen teachers; 

Table Shov/ing Number of Teachers Per supervisor 

for Day Schools in Harrisburg - 1919-20 " " 





Number of 
Teachers 




< 
k 


Supei 


•vising Offi 


cers 




Number of 


School Organization 


Superinten- 
dent 


Supervisors 


Principals 


Total 


Teachers Per 
Supervisor 


Blementary schools 
Junior high schools 
Senior high schools 
▲t large 


222* 

91 
68 


1 


4*» 




10 
2 
2 


U 
S 

2 
1 


- 


Total 


576 




1 




5 




14 


» 


18* 



* Including special teachers, via. - music 2; di-aving 2; detention 1 
*• Drawing, music, advanced grades and primary grades; the 2 supervisors of music and 
drawing give part time to hi^ school supervision 
*•• Supervisor of manual training gives service to the senior hl^ schools 



e 



-RliC 



;^ Ji:i':)ar 



.'rf 'fir. . 



i iilB 



. ^i w t u . 






seeasXo to stexlosed' 1:0 iddMra o^'i.' - 1 



jKOifi'Viecjijc ■i^x8Jno-£9ii) ly ■'^■jj^x'- iiisjsovi tw.. 



i ».tv^9qjJ8 "IQTO »x mc ooiioB aTti-eiHiTUBh ©fitf Jan^ ■xsaciqcJ Jon 8e9<b *. 

"^leTS 101 T9oll5o ■^. oqtis ©ho tiiOds e. g'ttrdaiTraii .BS-xu-stl ^a-AciXol ©r(; 






*fe 



+.;?: 



i 
cfi: 



♦oeD 


•.>Ui2 


«el#«sxiXAaiC Xooiioi 


- 


Rioodoe ^letiiMi^X 


- 


Jl^; 


f i-jj 


- 


;':c3 


!•. ., :.iA 


I 


•" 


©StaX t 



l6io' 



sXootisfH 



'jolvsee aevia ^jfiiaia^jt lafcaafli lo ic 



9* 



•J *m 



6 



Ihe folloviing are the ratios of teachers to superTisors obtaining 

11916) in nine cltlea In Ban^ Jersey* t 

Batlo of SuperTisors 

01^ to leachers** 

BelleTllle 12,9 

X9 of Bloomfield 16,9 

£ast Orange 11.3 

IrTlngton 13*0 

Ibntclsir 12.0 

fiutley 14*0 

Orange 11«1 

T^Tsr.tflan South Orange 9.0 

West Orange 16«e 



Median 12.9 

Coiq>arlng Harrisburg's ratio <''ith the ratios found for the IfeV' Jersey 
schools, it w'lll be seen that the number of teachers per supervisor in Harris- 
burg exceeds eren the largest ratio (Bloomfield, 16.9) obtaining among the Bew 
Jersey schools, 

Ihe above figmes relate to the saperTlsory staff of the entire systen 
including elenientary and high schools. 

Ihe ratio of teachers to supervisory officers in the elementary schools 
in Harrisburg, which it .vill be noted is about 14, **• is still above the median 
number (12.9) of teachers per supervisor for the school systems in the Nevr Jersey 
cities presented in the foregoing table. 



* See Bliss Methods and Standards for Local School Surveys, D, C. Heath and 
Co., 1918, page 21 
♦* "Includes superintendent and non-teaching principals" 
••* Iwo hundred and fourteen teachers divided by 15 supervising officers equals 
14* 



3«f,-ili!ttfc B-JOBiTtwcTJtfB 0* e^9noec 



O.GI 
O.Si, 
O.M 
X»II 

a, ax 



a-ie »fl:lwoX£ol eril' 

mXii fii (axex) 



'.-■tcO 



ot;i»tetiO 3a ;i 






ufil^eM 



'£e>8 i»t. Toi'i e-"3 toi -"1 



:?i!j" 



•<o ■ rrrin .: >^*fL- 



'h Xir.- t-frirriti-iC* 



wbH ef.* .HiiOffiB jiinini^Wo (e.ax . ^^oXfij oi*. .si ariJ xjotb 9i)8eox© siifd 

• sXoorion ^eei^it 

twfbem ori* ©vcdp *** ,*X yuooe to. i>s3 0u «<1 Hi' ii doiiiar ,^ajgeXi-iBH fll 



tuu; 



'/tut XobJfioii x^4t>v>)ji Uwj. ii;i>'i''«xux£iii«i 



d«4^ 






Uiunber and Location of Boildlags 

Ihie to the fact that only a fev, years ago there was a ward system of 
representation on the board of school uirectors, the plan of providing school 
biilldiogs vas that each > ard should have one building. 1 building was provided 
with little regard to the distribution of school population, tendency to grov.th 
or change of character of the particular v.ards, loday, therefore, Harrisburg 
has a great number of small elementary school buildings. In fact only ten of 
the twenty-seven elementary school buildings have tv-elve or more classrooms. 
Seventeen of these buildings are imder-sized, having less than twelve rooMS, 

In providing for the supervision of teachers, the best practice is to 
have a supervising principal for every building. From the standpoint of econoniy 
Harrisburg cannot do this, for over 60 per cent of its elementary school build- 
ings are under-sized. In attempting to provide for the Imnediate supervision 
of the grade teachers, some other method of distribution of principals had to be 
follov.ed. Gbroups of tvo or three buildings ^ere formed and a supervising prin- 
cipal ^vas placed in charge of each group, 

^is form of organization represents an expedient ^ich had to be re- 
sorted to ovlng to local conditions, and many school systems are solving this 
problem In identically the same way vith reasonable success. A study* of systems 
Of supervision of 12& cities, population betv.een 25,000 and 100,000, shoved that 
in 86 cities supervising ("non- teaching") principals vere employed for each build- 
ing; in 14 cities supervising ("non-teaching") principals were en?>loyed for groups 
of buildings; 6 cities combined both plans; ZZ cities did not employ supervising 
principals. 

It may be said, therefore, that the system of elementary school super- 
vision through supervising principals as no.', employed in Harrisburg is, on the basis 
of economy, the uost servicei^ble which might be adopted. 



* See Current Practice in City ^chool Administration - Deffeabaugh, p. 18 (Bxaietln 
m, 8, 1917 - U. S. Bureau of Education) 

10 



beiiivotq^ 8bw i;. 'j ®*Ci ©vaA ujjjoxia AJ*f5.- ^Umji* v^aU ad ej»fiiijlii»d 

,8ntcot«R«l3 atom 10 etvJev* st^ Hx/d loorlos ''I© oevoe-ij^iie.vj' eil* 

.:.-...... ...... ■ .^-'--•>.-^-'=^v6e 

-ei ed ocf bed doti- j^xislbaojco ms s^ffwe&i^oi aoliss.LcB'^i.o Jj 
t&iii laQ om ,000»€CX Me v,GC,c.ii aee .;; 

Snl#!ttr'.'eqxf8 •^jcXqcss J: tto SS jRjisIq ri;tod i j d ;8SCtOXii;tf "to 

alaed ©lii ffo ,«.?: STXTdeiniah ai Tjy/otdi^ aoleXv 



OX 



From an examination of the distribution of these schools amoag the staff 
of superTiaing principals, it Is believed that no change should be made at present 
In combinations of builaings. In two districts, hoverer, ve find that one of the 
buildings is nearly three-quarters of a mile removed from the nearest school build- 
ing in the district. Shis is true in aistrict No. 1 in the case of the Foose build- 
ing, and in dstrlct No. 10 in the case of the Kiverside building. This, hovever, 
affects only a small proportion of the school children aiKi under the present system 
it is believed cannot be avoided. 
Prov-Lsions Made fo r Instruction of Special Subjects 

During the past thirty years the curricola of elementary schools have grad- 
ually taken on nev. forms of specialized instruction, 'hereas schools used to teach 
only reading, writing and arithmetic, we nov. have added to this dravlng, music, manual 
training, physical training, penmanship, cooking, sevdng, etc. Each one of these 
subjects demands a more specializea training than can usually be mastered in the course 
of tralnizig of a teacher in the common branches. She result has been that either spec- 
ial teachers of these special subjects must be added to the teaching staff or the grade 
teachers must receive special guidance and Instruction in these specialties through a 

special supervisor, or both plans follo.ved. At any rate it is necessary to have some 

> a cl 
expert direction and control over the teaching of these subjects, and whenever a 

school board has added a specialty of this kind to the curriculum, some corresponding 
special form of supervision should be provided. 

The board of school directors of Harrlsburg have long since incorporated 
music and drav.ing into the currlculiim of the elementary schools as well as the high 
schools, ana in accordance T«ith this have just recently provided for real supervision 
of these subjects. It is believed that in these subjects the elementary schools 
are not over-superviseu, due to the fact that part of the time of the efforts of the 
music and drawing departments is given to the supervision and promotion of the work 
in the high schools. 



11 



av9;t 'Seiq atii lafnia Joan a&tbUdo LooAob edi lo ao 

■ I ll« ■! I I !■ »■> I ■ III - 

jBiiTco iieit©*-: .Ij>.tf8i. 






rtoltactfaat baa 



itsjs.oqioozt tctals j^acii ovsri a^oai'iidfl 'io 6ioJoe'ii,o 



HO 

ot».o f»«irv.tlscf ii it 

'.'Xno 
. I ..fiti 

.'■■'43 

uxs sesxti' to 

1 toft «»•»• 

■ iiBWi-". 



a 



1 - 4' 

Whether or not Harrisburg needs superyisors in other specialties depends 

upon vhether other specialized -srorK such as physical training, penmanship, etc.. Is 

incorporated in the curriculum of the eleaentar^ schools. This is a matter of policy 

for t t it J- V « 

and should he decidea by the board of school directors. It is, however, pertinent to 

point out that the Harrisburg schools have no specialized vorlc In physical training. 

It Is probable that v.ithin the near future a department of physical training will be 

til of 
deemed necessary. In this connection it is suggestea that medical inspection, 

athletics, play and recieation, teaching of hygiene, etc., be placed unoer the direc- 
tion of one supervisor, preferably a physician v^ith a Icnowleuge not only of the 
problems of public health, but also vith an appreciation of the value and significance 
of correlating physical exercise, instruction In hygiene, sanitary Inspection of 

buildings, and all of those phases relating to the health of the school child, in 

i«« ce/ id In 

one vell-coordlnated department of vork, that Is, a department of school hygiene. 

training. Experience and Turn-Over of the Teaching Staff 

It Is pointed out in a later section that 10 to 1£> per ceat of the teaching 

swntturv ^ 
staff each year represents an inexperienced group of teachers, and that probably one- 
third of the teaci-iing staff at all times is made up of teachers who have been teaching 

five years or less. This is a clear j.ndex of the need of both general and special 

"1 tear 
supervision In the elementary schools. 

Benefits of the Present Syst»a 

In the short time available it v^as of course not possible to apprsise the 

processes and achievements of the classroom instruction or to ccmpar-e them vith those 

obtaining under the old system of supervision. The brief inquiry produced sufficient 

evidence to inaicate clearly that very in5)0rtant benefits have accrued under the new 

system of supervision even in the slriort period of nine Months during which it has 

been In operation. These vrill be pointed out and discussed at this point. 



12 



Bfeoeqai) a©J;*I«iooq8 isiUo at •lOtlTTequa aJbean yaideiixaH too lo loxwdxi;* 

, ,,^ , .ftloox-. .=>rpr« 0rt* lo mulwali'tc-o eri:f at fcfs^aicqiooHl 

.Sffinlei* [Rol8v.j(ig. al aiiov besilBtoeqa oxi evaxi EloorioB aiwdsii-iaii Bdi *erW *ifO Icloq 

,uox;to6sjfcaX La&jii»afa i^iU ^©ieeaafie ei *i aoJt^oenxioo 3iri;J ax .\;iB8Beoea ijameei) 

-ooiJU) erii i9i)taf .t>60«Iq d<f ,,0*9 .©aeJts^tJl lo axilrioAe* ,coi*S9 vaet i)ii8 it8J^«l ,BotiBisita 

arf.f "f- • rnr. ^fu. *jai.^ [AGia' ?> rfi ; ey:riti s v,Icfii9^e i.-.r , 'iop 'Tiegae »no ^0 noW 

fH^OAortisealB ui.A niiL&v aui 2o aoiis iooui'^a as iU cv oaia ;rad .iijisiii oiiduq lo zuneXdo-iq 

.oaf -Oiias x^ jisecic^aaqajb a ,ajL ^KiU ,»to ro jaer-j-isqaa oSwTfaia loco-iic sac 

lls#g ac lo It- . boB aoxwlieqjci ,aui.iiJtaig 

:^ji?rfooeJ- 9d;J^ lo iit9o tacr dl o* 01 tndt ffolJo^e leitel 8 at too o^J^nioa 9! ;fl 

-lie ^ia.<C'Oi<i Jij-ii' x>i«; .e'xeaosej xt> (iiJiijs i/aaxieiiecixeiLi aa sjoeeaiqei xeo'^ dose ixsjs 

■ix" irisse:^ 7Sii oxiw aiexio^Bi lo qii ejtoi ai stmiti iLB is Itaia ^aiAoaei ecii lo bildt 

Xsiaeqe -c^fl«ti Aiod lo &8»xi ©il* lo xsJoai: i«eIo ? e eiffT ,8e«I Tto eiefiY srfl 

aieJa'tB ^xiee - lo a i 

^netslllye iiocuio^ i'slHpci: l«j..ui sili .aoiaivaeqi^B lo me^a^ja 0X0 wi* leoxui :!^l£tifi^tfo 



SX 



1 - It has made possible unified responBibJiity for the sttperYJalon of claaaroom 
■enagement and Inatruction In each elementary school building . Hitherto 
an attempt vaa made to make a subtle distinction between the reaponsjblllty 
for tv.'0 phases of elementary school superTision. District superintendents 
were made responsible for the supervision of instruction, and the teaching 

r. ■: V.'?..- 

principal ^^as made responsible for the discipline, organization, records 
and reports of teachers and pupils, contacts v.ith parents and patrons of 
the school. It is believed that such a distinction is unsound since it 
leads to unnecessary diffusion of responsibility for the vork of the 

y 

school. Immediate direction and control over methods of instruction and 
those v.ho instruct, and their work environment, should be the responsibility 
of one person. Under the present system of stjpervision this responsibility 
is centralized in the supervising principal* 
2 - It has given more opportunity for helping weak teachers . Under the old plan 
the only real supervision .hich could be given to the teachers in the ele- 
mentary schools vas througji the five district superintendents vho moved 
from school to school and whose duty it -vas personally to observe, criticize 
and help from forty- five to sixty teachers. In many cases a month elapsed 
betveen visits of the district superintendent to individual teachers. Little 
time vas given tor conl'erence or demonstration. 

It cannot be maintained that satisfactory supervision of teachers can 
be acconplished through monthly or even semi-mouthly visits of the super- 
intendent. Problems in teaching arise daily and the time to solve such 
problems is immeuiately after the problem has arisen, or an even better 
practice is to anticipate problems before they arise. More experienced 

• ^ith the exception of the supervision of the first grade due to peculiar conditions 
already pointed oat 



IS 



•jlSB^laB-^'i - tot '■ 

r.ttf. frnt.-t",<:,--r-,-t"i\* 111 r-Jjo^.+aT. Tipvo loilaoo baa rcof.:fo**':*.'i ^'^ ..[cod'5-:. 

%*iiA^*«iiOs. LOW 'sis.t:? assr, 

xxj? aolsiviftqifa ^ioJosIrI^as ;tsfl.t &9Cla joJaa ©a 

-•!'• 'i'P «rf^ rftaom ■ fei^ffp. 



U 



teachers ma^ frequently foresee problems, but teachers vlth limited exper- 
ience need constant advice vhlch »ill enable them to have the solution of 
the problem either before It arpears or lameolately after it has arisen* 

If the teaching force remains constant from year to year it might be 
said that there wotild not be a great need for class supervision. In Harris- 
burg, as in most systems, due to vlthdrawals of teachers, increases in 
enrollment, nev adjustments in organization, etc., there is an annual and 
even semi-annual influx of nev teachers. As a result there is constantly 
a body of teachers 7-ho particularly need the benefits and advantages vhich 
arise from the frequent criticism, advice and help of supervisors, 

Difflng the last five years the per cent of new teachers taken in the 

elementary schools has varied from 10 per cent to 22 per cent as shovn In 

the folloving table: 

Table Shoving Additions to Teaching Staff 
1916 to 1919 * 



;i - i 



£ A B 



191b-16 1 191b-17 1 1917-16 j 191&-19 \ 1919-20* 



Total number of teachers 
employed 209 212 216 218 188 



lumber of teschers added 












during year 


28 


22 


26 


S6 


40 


Per cent of total employed 


13. 


10. 


12, 


16. 


21. 



In normal times it nay be expectea that there villi be an influx of new 
teachers of from 10 to 15 per cent of the total teaching force in the elementary 
schools. The effect of the numerous v-ithdravais from and addition to the 
teaching force is that there is constantly a large percentage of teachers in 



* Figures for 1915-16 to 1918-19 include teachers of regular- grades, bacto'ard and open- 
air schools (grades 1 - 8). Figures for 1919-20 (to May) include teachers of 

regular, bacto aid and opan-air schools (grades 1 - 7b) 



14 



.^^.,. f ■•'='"« i "10 !»■'■' 'tie melcfcia ©ri* 

f :jisH al ..aoIsiviecpTB eselo lol dean J-ae'iS e «»d toii cIbo^v aieri* *eri* i)ieB 

■^lir^iaaoo el ©loiij- itXcBei e «A .etahos** wen "io xwlla: lewnne-lmsa asTa 

erf* xr* r.e.''£;* ste/toas* wee lo *ffoo leg exfcf 8T»s»'i ©Tti JeeX exit SflltiKI 

nf rr^oi^B p>& ia'so tea SS ©d- *«<»o isq 01 '"c<*ffr)p rro*r-f»s'c '.>> 



•.QJ.C!oJ 



lt1te*«? SiDtMoB'^l' 



.'S sr7sa93eas«:ac3X.Bs 



*t 



381 8IS aia sIIa f?Oii feeYoIqwo 



t>?".0 [nW? Ift^ot T^o ff.^o T9*I 



miii 0* ROt'Sibha hue. mot'i alsffiibitt-i.* Btfoiadura eri# Tto *3©'51t© - ^loodoti 



0» 


ds 


as 


ss 


8J?. 


JCS 


.sx 


.Rf 


,o.r 


..^.r 






>j: 



•l««ieaitary schools vho are inexperienced or at least hare had a limited 

amoxmt of experience. The condition as of July 1919 shovs that 35 per 

cent of the teaching force had taught live years or lees. Of this grovcp 

18 per cent had taught but tro years or less. 

Table Shoving Distribution of Teaching Staff of the 
KLementary Schoolg aa of July, 1919, According 
to the Number of Years of Experience In Harrisburg * 

Tears of Vumber 

Teaching of 

Serrice* Teachers 



0-1 4 

1-2 S7 

2 > 8 S 

S - 5 35 

5-10 46 

10-16 20 

15-20 29 

20 - 51 



Per Cent 


of 


Total 


1.5 


16.5 


1.5 


15.5 


20.0 


9.0 


13.0 


23.0 



Total 224 •• 100. 

5 - It gives more opportunity for helpinj^ pupils . In practically every school 
room there are a fev children who present to the teacher partic\ilar prob- 
lems either as to promotion, instruction or disciplino. In handling such 
cases outside help and advice is inaispensable to the teacher. It is al- 
ways possible for tlie teaciier to ignore her duty to< ard such cases and still 
achieve reasonable success in her teaching. In fact it is easy for the teach- 
er to ignore these problems particularly when she cannot receive proper assist- 
ance and advice in their solution. Cases of this kind may nov? be referred to 
the supervising principal who has the time and v>ho conceives it to be his 
duty to atteua to such matters. 

In visiting the schools tv.o principals v;ere found at the time consulting 
with such pupils; examining them and diagnosing their cases in order that the 



* In the Hairisburg schools 
** Includes; grade teachers 218, special teachers 5, detention 1 

16 






:--^-. 



uej 'xa'i 


r, • f 


a«i 


e.dx 


a.x 


a.cx 




0«'^ 


Cu-:!- 



OS 






i - 



K 


o 


<>> 


3 


. 


e 


OX 


« 


a 


;ji 


- 


ox 


OS 


- 


5X 



.001 



XOO;- • •' \ri©V*^ 



T ,«i .•;i'4^_ 



•uou: •■ jjjvt-j ■ *■- ' ;" '.■:!-.• J 



-Is «tjs #1 ,•T»{{^(^'?;^ «(f^ o* f»Xo« rxl »i esiv^B Sua qled auilftissc aa««9 

kites Tdqoiq- »7l609 eaerii te 



:a> . ; V .»; ; ..T " 



■ ia ad 04 ix sevmoao 



0uji Hi 4t 6i£l^ 



«({^ ^8fU 'ii^ir^xa tiJi ««*tt» 



;gui.ecc 



eiuOjiyt; -^ ... ,.._j JiJ * 



teacher of these pupils might be advised as to the needs and the method 
In handling tne cases. 

One principal (Steele building) furnished strong evidence that the 
efforts which he had been able to exert on special cases needing help had 
contributed uxi ectly to the reduction in the number of pupils dropping 
out of school at the end of the year. These figures, while not conclusive 
in all respects, are significant and provide prima facie evidence that more 

Intensive work has been made possible. It should be noted that the number 

school 
of pupils dropping out of school by the eoA. of tne | year xn this particular 

building has oeen uecreaaea tvo-thirde under the present system of super- 
vision. _- .■■.,..i...- . .-,,«_ ~4»- 

Sable avowing Number of Pupils (Grades 1-5) Dropping 
. Out of School by the End of the Sciiool Year at the 

Steele Building, 1919-1920 (May 28th) • 

number ITuinber 

, ,,,. , Grades Dropping IJropplng 

' '■ Out 1916-19 Out 1919-20 

three first grades 25 14 

fvio second trades 12 2 

Tvro third grades 8 3 

Tv.o fourth grades 11 , , 2 

Swo fifth grades 15 

lotal 71 21 

Pl-on the standpoint of discipline it Is significant to note from the 
superintendent's monthly reports that up to and including the month of April, 
the school years 1916-1919 and 1919-1920** sho^ s decided uecrease in the 
number of suspensions. While the Introductron of the junior high school, 
rhere a closer supervision is possible over the 7th and 8th grade uplls, 
may account for this decrease, it is fair to assume that closer supervisloa 
over the discipline of the children in the present six grades of the eleraentay 

* The total number euiolled in each year dia not differ materially. 
** The report for May, 1920, was not yet published at the time of this study. 

16 



".■>Ci Sri* has 9J>*«tt 9ii* o;>- as b^ptrb^ 9<J in^im siiq-i-'..; ©sc-lJ 'ic tj-iri^o* 

.flesBO oiii ^itUiCBiA at 

laiSssBa 6A& tsAi i»eioa ed bSssoAs :tl .aldiaeoq ei>eis aesd asxl :^iow o7laae;fxii 

.xtoialv 



■J' 



fti. 9ii^ ^ "l* 'id XcQiloe to *«C 



»e. 



'i'mrii' 



n Kc..^ " 



31 



XT 



ijQuoi' 



,Ioofi3« rfgld 'lo-tart a/i* to aotionbo'iiai 9iii p .a \« tiicmssa 

,p!. fq/'-' '•f?-'!^ rf*9 &rot ri*t >-«{ft fSTO 9ltf/?30q s? orolsfTie • r. top ts -; e^ioifr 






d£ 



01 



school has contributed to no small degree to the progress shown In this 

matter. She superintendent's figures follows 

Table Sho^Jlng the Number of Sapervlsors"6f Ciilldren In the 
iiigh Schools During the ITirst £lght Jiiouths of School 
1918-19 — 1919-20 



Month 


1916-19 


1919-20 


Decrease 


September 











October 


6 


6 


1 


Noverob r 


Influenza epidemic 


(8) 


• 


December 


7 


1 


6 


January 


11 


2 


9 


February 


8 


2 


6 


March 


7 


5 


4 


April 


14 


1 


12 



'" lotal &Z 14 89 

4 - It affords fiieat^ar opportunity fox contact oetveen school and parent * 

Formerly it vas not possible for the principal to consult "ith parents con- 
cerning oatters affecting their children unless it > as done before or after 
the school session. Uatters ueedxn^ iioaecaate consultation usually had to 
wait. Urgent cases may nov be taken \xij in a short time directly vith the 
one in authority at the school - the supervising principal - since he is 
•le free from classroom auties. Furthermore, it is possible for the principals 
to Tisit the homes during school hours. In this v.ay principals are able 
to get intimate Knowledge of the school neighborhooa and to become an actlT© 
factor in the life and v elf are of the local oojianuaity 

5 - It gives opportunity for standardizing the vtork of the classroom. Courses of 

study are formulated and syllabi of instruction are built up for the purpose 
ap; of affording to each and ever.v pupil equal educational opportunities and 
^-w advantages and to maintain hi^ standards of vork for the teachers. Hcever 

scientifically a coui^ae of study may be formulated, unless constant super- 



• The records of these months are not comparable due to the fact that the schools w«r« 
not in full session auring November, 1918 



17 



cvoriJ »a«'c*<Tn r>Ai 



?iI>J I: 



lOOilJ^ -.0 eliJ.J'iiO^ 



t»^^ .■;'.! L.'s'Vi 



os-exei 



ii'.-J JJi:.- J u j-x- 



r©o »!»fi Xor.lop 



jtiifiieU 



o 
d 



(a) 

r 



*I 






V 



■1 






•Ji - * 



I.--J .:.•'■ ' '.i 'it iU 1 • • , ,W.V>J 






to eeaiuo;. 

96 .•' 



VjW ,1. lifci 



rill £:t 01) i:?*!! 



e«?jBcr«evbe 



iB isisi»ttOo ess If. 



• IB 



exf# 0^ ^k 



bit J. ,'isttesvD. 






▼ision is exerteu^OTer the teachers who are to carry it out, gross Inequalities 
of opportunity and achjevemeat, ana inefficient teaching are sure to follov. 
Under the present organization of supervision, it is evident that close 
control Is possible and is actually exerted over the programs of each build- 
ing acd grade. 5!he requireiueuts for the work of the teacher are made defin- 
ite*, Teachers vho had serveu uzider the old system v ere quiCK^ In saying that t 
nov they realize as never before Jaat what the aim and the scope of their 
instruction Is . 
6 - It affords moi e direction la increasiog the professional interests and 

ero^th of the teachers * Although the Harristourg elementary schools have been 
using standard classroom tests of the pupils* vvork, no special direction of 
the 'Aort could be given until one person was responsible for its direction. 
This worK is nov, txie responsibility of the supervisor of advanced grades* .r^ ^-n 
The Curtis aiittimetic and Ayres spelling testa have tiQ^rx given* the former 
to 4,600 pupils, the latter in practically every classroom In the city. Twice 
have tests in silent reading been given generally throughout all classea. 
The effect of this has been tnat not only is Harrisburg able to compare the 
achievements of its pupils Wj.th those of other systems, but also, and of no 
less Importance, such scientific inquiry has orougat a custinct and higher 
professional tone ^nto tixe teaching processes. The majority of teachers 
and principals testify to this fact* At the present time alx but t?<o of 
the principals are studying' in university extension classes the significance 
and the technique of scientific testing methods. Ho phase of supervi sional 
work Is more fruitful of benefits to pupils and teachers than the constant 
application of these tests and the use of the results in directing the teach- 
ing pover of the system 



18 



-JbXlxT<^ rioae to •ffi^'sgoia ©riJ tbto i>ad''i«xa xLLasjinB st baa ©Xdleeoq bJ! iorCcoa 

tfaiU lo aqooe 9x1* Joes ale oji* JrxI* *aa!^ 9iol9<f i«vsa es eali .'oa 

b' .ft:'.: j'ox.'ij .irrl 
Jupa p.i 
afi^BVBd pXooiioc '^"lei'tsaa'e [9 ^. afl «Mi* il^oti^ii. .c 

«it0ijje'xx£' Bo ..' "-10.; uj.u_ iiOstfcB'i ea'- /.■.oflteti 0i:;c IXJ'jLiij ii9v_'^ 00 lixaoii 2-ic- 3:id' 

•totrr't'7 nH* :r'-v'ra rr^^d av.^.r; pjr-ft* in.tlletr'' esiyA on^ o.*.* .'r-'i/O grf? 

fa i-''\ s >ivJ ' 'J t>!i/ u..'- rsOviKcyj. .; y.'-''-''-' 'i-" tS'> ■ .'y-'-'J'sj;. iii T--.rts.i- .'7 , •:! iJiCjUq uctJ,> Oj 

.a^ssalo lie ;fi;;ci iieed ?^ii;i3os InsX^c al stseit btbA 

£1 ioTB ^aa^sjjv £s ^d^otd sen ^..ti.piii: 3ili;ls8i.9a xluiue ^eoa&iioq/til «eoX 

8oCrii)i; viu «oReaX3 aoX6a»jx« v.Ji"'iei?JUUi jui 'se tia nrij 

i>^ .' . ifs»'t oj;^. .>tn©iO£ 10 Ju;;vtiin.59^ eci# toe 



1 7 - I t relieTea the aaperiatenaeat oi man^ administrative detalla . SaperT slon, 
lUBpection and the maaagemeat jf the teaching force are a part of th© execu- 
tlye direction and control of the elementary schools. Under the former system 
the superintendent, due to the limited number of district supervisors, was 
forced to devote a considerable part of his time to personal supervision of 
each principal* IQiis deprived him of the time necessary for Ms larger 
duties of planning resdjustments and extensions of service and maintaining 
educational leadership In the connunity* 

▲ superintendent should alv.a;)fs be thinking .several years ahead of the 
present problems* This is not alrays possible if he must burden himself ^^th 
the details of the day-to-day vorfc. Ihe present system of supervision has 
reduced the number of contacts which were formerly necessary for the super- 
intendent to maintain vith the v.orlc of the elementary schools, fbe super- 
visor of advanced grades and the supervisor of prim^xry grades nov assume the 
responsibility for the direct supervision of the principals. Only questions 
v,N .^? ' ot policy are nov referred to him by the siqpervisors 

B 8 - It makes possible closer coordination of other services of the school syatem* 
Both the general attendance officer and the superintendent of buildings 
stated that the present arrangement of having principals free to cooperate 
In the ^ork of attendance control and building management and operation In 
their respective buildings has resulted in more satisfactory result-*. In 
the case of truancy the follov-up action and cooperation of the school is 
nov.' quicker and more effective 
9 - It has provided for more thorough rating of teachers * Under the old super- 
visory orgsnizatiion, there \ e* really only six general supervisors in author- 
ity who were free to observe ana rate the vork of tne teachers. Under the 
present organization this number has been doubled. This means that it Is 
now possible to rate more frequently and to base the ratings on more frequent 

observation and examination of the vork of the Individual teachers. 

19 



•leji'ifii axD. xo'J. -^'lasaaoaa oaji-j iuiJ- 'ic a.i.:; .bavx'iqis.o e.nii ,.:..«'.i4:';'i.- 14 :r. 

8i ioo/ioo »ii« iO *tGijH'iftq.d06 iicu not* 0-9 iiif-s'OlIo't ©/U ..acAtftj to t,-»jSo srfl 

:>:ii tabriD .8Ti>rlo«et nil* "iti jiio? •xl;r e*«T ioa evTeatfo 0* ^a^'^ etew oifar -^i 

si. ft *.arr* ac-Offl t'iia' .belrfuoij jisstf fiarf -fsdautcr Rf>-f;t co?;?/-.?' 

.eiedos©* liUJt> Lv tbai ed* lo afiow sd* lo ttotisatasxB baa no I *js Ties do 



Mev Plan of Supervision Has Kot Led to Confusion 

It was etateu to the representative of tlie Bureau of Municipal Research 
that criticism had been matie of the new system ol" supervision on the ground that 
it led to confusion; that there vas "cross-supervision". For instance, it Aas 
stated that teachers \ ere sometimes confused, o\ ing to the fact that they were 
supervised by two sets of supervisors, vizj the supervising principal, the super- 
visor of aavanced graaes or the supervisor of primajy grp.dea. Special Inquiry v/as 
made along this line to see If there was any evidence supporting- sach a criticism. 
It may be said without reservation that no slic}:i evidence vas evinced from the Inter- 
views with the teachers aad the principals although questions rere made directly to 
this point. Both teachers and principals were free to state that at no time had they 
felt any clash or coniusion of authority. She supervisor of advanced grades and 
supervisor of primary graaes stated further that they '-.orked constantly through the 
supervising principal rather than airectly vj.th the teacnor. Ihus, under such a 
procedure, there should be no opportunity for confusing the teacher by virtue of 
two differing sets of standards or directions. 
The Cost of the Present Plan of Supervision 

lotal cost figures of the supervision system for the year 1919-20 are not 
yet obtainable, but It is possible to indicate with a reasonable degree of accuracy 
the salary cost of tne system on the basis of the provisions made for this year. 
Unit CostSj 

_ In the follovlng table is shovn the salary cost for the supervision of 

I fl 

Instruction of the elementary grades as nov organized (grades 1 - 7B) s 



20 



*c;ii;t hruoiy ef<i wo ootsiTiecjue 'jro we^ei^n '©o »rf# to si&aai x«»«d JSieii flt?ioi*Iio t&sLt 

r .■■•.n:>,n- •, .••.•! . '■ i(M * a T Vi=- ' t! K- i? :5o lo" RR-.V ?M0 'j ;t»ri.t itio.tBr^noo n:f be£ ft 

f>'i©,; '^stio JAiis? ^si&'j. ;i.-,iJ tfj ijii^ 'O ,iis6iiiaoo fsSL-xS'^ts^o-^ s^uu.' e .; . o ■ -i " -^.J vsjsj^ 

-leeqifB erf;? .I^qtialiq snleJlVES-qfle 9rit j»Iy .eTOBlvasqwe '/o 8*©b Chv:J ijcf l>©Blvi9q0» 

y>;-.j iv^i-i on-.j o.i .- ? "i^/'j '.'jn/ oj 9y"!.r a i<3 • aicqioni'^'^ -jl^-- a-if.n jvp./ nj&c ..■•ni.nc^ einj 

.:>.■.. r. .> - I vx^, -. . n, ■■■J.I .: IL jaCc grf g 

;?on ©•SB OS -^lei xcp ij» art* to Be'xu^glt teo-o Lsto'X 



OS 



Table Shov^lng Salary Costs of the Present System for the SuperTislon 
of Instruction In the Elementary Schools - May, 1920 



>2 



SuperTisor of advanced grades 
Stqperrisor of primary grades 
SuperTlsor of music 
Superrisor of draulng _^ 

Supervising principals (10) 

Sotal 

lumber of teachers* 
Salary cost per teacher 



Teachers* salaries* 

Cost of superTlsors* salaries on each dollar of 
teachers' salaries •* . 

Number of pupils (average enrollment) 
Salary cost per piq>il 



Salary Cost 



# 2,012.50 
1»840.00 
1,700.00 
1,725.00 

17,187.60 

24,465.00 

220 

# 111 

205,255.50 

.114 
7,894 

# 3.10 



Prom this table it is to be noted thatt 

1 - It costs on the average of $111 to supervise the instruction of ea(^ 

teacher in the elementary schools 

2 - About 11-1/2 cents Is paid on every dollar of teachers* salaries for 

supervision 

S - On the basis of average enrollment, it costs $3.10 for the supervision 
service for each child 
Elementary Supervision Costa Compared: T,4e(>.00 

Comparing the cost of supervision in the different school organizations 



!- J V'»V », 



G. 



v/e find that according to the follov-ing table: 



:>!*■ r."^ 



* Teachers and salaries taken from the official directory 1919-20; head teachers 27; 
grade, open-air, becicward and detention schools 189; special teachers 4 



%iUt ei. lii 



? ^'•f ' 



: but not 



21 



r. au. u ij, - Ww - 



■T 






W '■ !' n ^ ' 



OO.OOV^I ' ^0 TC08 troeque 



OSS *' ' ^o tscfoBl 

•^68,'!' (Ja©«i xoTiie e, : "to if'tfooS 






, V 7->..rf 'Jirji. 



statement of Cost* of TeacMng aiid Superyiaion - 1919 - 1920 






Teachers 



Ho. 



JLmouQt 



Principals and 
Supervisors 



So. 



jknoount 



Total for 
TeacMng and 
SuperTl sing 
Staff 



SuperTlsion Costa 



Per Cent of 
Total for 
Teaching and 
SiiperTising 
Staff 



On Each 
Dollar of 
Teachers' 
Salaries 



Qrades 


227 $ 212,797,50 


12 


$ 21,040.00 1 233,837.50 


8.997 


1 .09887 


High schools 


65 104,737.50 


2 


6,850.00 111,587.50 • 


*- 6.138 


.0654 


Intermediate 


90 108,987.50 


2 


4,620.00 111,607.50 


4.14 


.0431 


(general 




4 


7,450.00 7,450.00 







Total 



380 424,522,50 



20 



39,960.00 464,482.50 



8.60 



.09413 



ftrade teachers' salaries - 211 - grade schools $ 192,841.25 

S - backvard schools 3,762.50 

3}^^^f 4 - open-air school 4,193.75 

4 - continuation school ... 5,460.00 

1 - detention school 1,260.00 

2 - music teachers ?,160.00 

2 - oUraving teachers 2,100.00 

212,797.50 

arade principals and supervisors - 10 - elementary principals .... 17,187.50 

1 - supervisor primary grade ... 1,840.00 

1 - •♦ advanced •• ... 2,012.50 

21,040.00 

General supervisors Include - 1 - supervisor of music 1,640.00 

1 - •• •• drawing ....... 1,725.00 

1 . » •« manual training . . . 2,185.00 

1 - •• •♦ special activities ... 1,700.00 

7,450.00 



1 - Two hundred and twenty-seven or 60 per cent of the teachers are In the elensn- 

tary schools 

2 - Ahout 50 per cent of the teachers' salary costs are for elementary teachers 
8 - About 52 per cent of the cost of principals and supervisors is chargeable to 

the elementary schools** 



* These figures were furnished by the superintendent, and v . th respect to the figures 

for the elementary schools shov a slight but not material difference x*en compared 

with the table Immediately preceding ^ ^^ -, ^ ^ /i * +1.-. 

** The services of the "generar* supervisors are renaereu to the elementary and to the 
high schools. If this cost were spread the cost for each school organizatj^gn would 



veaeo. 



?ix*ec. 









tm/offiii 



oa. -:. 



■Hi* ■!■ Wl ■ t^ — »■ 1 W 111 ■ 



> 



■Jik 



j<it 



OS Oc*Siika«d' 






esiwE 



asiTB- 



I«}0 



a* etusi 



uu. 



oa. 



00. 



3 - ^ 
a - X 
ji " S 



I ^ :f : ,-)rt -f zc v: %?, -i -i-^a- 



aroBlvrfy^up. bszR r ':'.,' i.i-liq •Itsl 



AS 



00 < 



00. od*,')' 



4 4 » 



••>Jtejcw; 



Soxrio: 



^j»R lantto* 



0O leq Oc 



0^ - I 






■ i^ ■ .»...^ 



■• +• 



"^i«,tof6ft-eI«? ©(It o* 



•'•fc -« it t V >* T ! . ("» !■' 



•"t «•« #■« 






u 



4 - About 9 per cent of the cost for professional personal service (teaching and 
n flopervlslng) In the elementary schools Is for supervision. This Is 100 per 

M ;< cent higher than the same ratio for the Intermediate schools 

Supervision Costs of 1918-19 - 1919-20 Qomparedt 

Swo difficulties enter Into the calculations necessai-y to compare the 
supervision salary costs of 1918-19 and 1919-20, First, the later period has not 
yet been completed, and, seconOIy, the cost elements of the tvo years are slightly 
different due to the reorganization of the elementary system. It is therefore nec- 
essary to state that the following figures are not strictly acctuate. However, it 
is believed that the amounts given are so close to the truth that they are useful 
for the purpose of showing the outstanding differences of cost in the two systems. 



28 



>a 9i8th0mt«tBt ©iW tot ol^ei omisa ©il;^ ' *«©» 

i55(i 4 -'.a SI 800(5X1 aacltfaxijiiiija auj oJjsj: lojiie ssiJi-kJ-j. .^ ^ 

:tnx'. Bail l>oitsKi T J-atrt .08-6181 hsx£ W-8ieX lo a^aoo ^tBiaa iiolaiT-aeq^a 

.u;'5-e-.>£r « ii^- T?rft t'^ilt r.W'."'* ed* c;t ©^oCn on ®tr nsTS^ "-fni-'ox.-? arit *«:ii;t i)6i7eil.5cf 8l 



SS 



Table Shoving a Comparison of Salary Costs for SuperTislon 
of the Elementary Srades (1 to 8) - 1918-19 end 1919-20 (1) 

Increase 






1918-19 



1919-20 



AmouKt IPeirOent' 



ffufflber of pupils-grades 1-8 (total enxollmeut) 

•* " teachers 

»» •» supervisor 8 
Salary of teachers 

•• •• supervisors 
Per pupil cost of supervisors* ealaries 
Per teacher cost of supervision 



10,571 10,640(2) 59 •06 

265 (3) 311(4) 46 .17 

8 (S) 17(6) 9 1.10 

#272,075.00 $313,473.00 |41,S98.00 .16 

14,050.00(5) 31,275.00(6) 17,225.00 1,22 

1.33 2.94 1.61 1.21 

63.02 100,56 47.54 .90 



[1) Teachers' and supervisors* salaries tsJlcen from tiM 1919-20 directory 

[2) Elementary grades (1-7B). 6,918 
Junior hlgji school grpdes (7A-B) 1,722 

10.640 

[3) Elementary principals 
Assistant principals 

Teachers - grade, open air, baclo-.srd, detention 
Teachers - special subjects - music, dravlng 

Total 

14) Blementary head teachers 

" teachers - grade, open air, back- 

ward, detention 
{Elementary teachers - special subjects - 
music, dravin^ 
. Junior high school teachers 
Total 
[5) District supervisor 



f 


« 




n 




M 




n 




M 




N 




N 




•• (chief) 




Special 




•♦ music 




H 




" drawing 




N 




■* nanual training 




Total 






.6) 


General 


sup 


ervisors - advanced grades 
primary •• 




Special 




•♦ - music 

drawing 

manual training 




Elementary 


principals 




If 




M 




It 




« 




N 
H 




•1 
N 



28 
15 

219 
5 

265 
27 

189 

4 
91 

311 

1 
1 
1 
1 
1 
1 
1 
1 



32,450 

14,150 

170,475 

55.000 

272.075 
33,623.76 

166,351.75 

5,260.00 
108.237.50 

513.473.00 

1,750 
1,750 
1,750 
1,700 
2,200 
1,600 
1,400 
1.900 



Junior high school principals 

It K II II 

Total 



14.050 

2,012.50 
1,840.00 
1,700.00 
1,725.00 
2,185.00 
1,400.00 
1,500.00 
4,860.00 
1 (li667.50) 1,667,50 

1 (1,680) 1,680.00 

2 (2,012.50) 4,025.00 
1 (2.055) 2,055.00 
1 (2,200) 2,200,00 

1 (2,420) 2.420.00 



1 

1 

I 

1 

1 

1 (1,400) 

1 (1,500) 

5 (1,620) 



17 



31,275.00 



M 



4 -^ ; 



•j 0£-'5XSI 



- ■!£! 



SO. ii 

o€. A«.7^ as.cci sc.cg 



^Tot' ■:-''■ cs-eiei gilt.* 



iV.c^i:, 



dv.xen.asi 






03V, I 
OOT,X 

oos,s 



.^"^ "^f. 



u 

XX5 

X 
X 
X 
X 
X 
X 
X 
X 



I 
X 
X 
X 

r 



00. 



{■Ji^,xi X 

0''%X) z 

. '/ X 

' X 

£ 

r:^._„ (Ocij.,S) X__ 
TX 



■?> (ic 



c>t I) 



■0 



ia=!rais»aa.a=3s3== 






♦I 



Si). 



i.-t-o, -.x 



■3 J 



ai 

Xs^( 



Jjfl 



69 



cV-' 



(t 
X^^^O 



r., !-, 



'Aq^ 



»Ii 



tl 




II 




h 




II 






.jT 


X. 


:j^o: 



i'S 



On the basis of the aboTe figures j 

1 - The Increase of pv^lls enrolled in grades 1 to 8 is 5 per cent 

2 - The increase In the nuaoiber of teachers Is 17 per cent 

3 - The increase in the number of superyisors is 110 per cent 

4 - The increase of cost of supervisors' salaries is 122 per cent 

Coat of System Mot High in View 
of Needs and Services 

Costs of supervision in city school systems vary greatly.* let vlthln 

certain limits it is possible to coispare certain aspects of the cost of the 

Harrisburg supervision system with that of other cities, Attention is called 

to the results of a recent study made by the president of the board of school 

directors of the supervision costs in other cities comparable in size to 

Harrisburg. The basic figures are available in the office of the superintendent, 

and, therefore, it is not necessary to present them here* 






• One to seventeen per cent of total current ex^-enses - Strayer and Thomdlke, 
Eduxjational Administration, p. 291 



26 



to90 isq; VI sJt etorioee* 'to ledtajn erf;^ nt 6e«9i&al ©iT 

..,.f7' _ i, 



./ nw -.1 "& ij_ ;= ^ 1- 



.!„ ^ / ^L'.-X-i-^-*^ 



aii^ ft.} *Ko?) ?ri* lo s;^o$qeB uXBii9o 9ie\:-ano o;f «Icf.?»!<?o<r ; Jlmil cxa^iao 






8S 



Talsle Shoving Per Cent of Supervision Salary Cost to tke Total Cost of 

Salaries for leacMng and Supervision In Cay Schools 

In Cities Comparable v.lth Harrisbxo-g 



sttBscSBKcCE=a:c:c;SsBC =bssb=:ssb==b: 



■Iflrwj' 



City 



:=:=:=: B=s=BS=B^—SB=ss:£SB=s=sescss=KzsssssKS;KssBS:s=^sxa 



Per Cent of Sai&r;/ Cost of Supervision 
of the Total Salary Cost of Teaching 
and Supervision 



Bank of City 



Saglna^^, l&ch. 

Fort layne, Ind. 

Manchester, N. H« 

Kansas Olty, Siensae 

Charles tOTn, 3. c. 

lilllamsport. Pa. 

Cerre Haute, ind. 

Savannah, Ga* 

Peoria, 111. 

Eolyoke, Ifess* 

Scranton, Pa* 

licKee sport. Pa. 

Port Vorth, Tex. 

▲Itoona, Pa* 

£vansvllle, Ind. 

Bayontie, N. J* 
^ OlElahoma City, Okla. 

Springfield, Ifess. 
. Blizabeth, H. J. 

Yaterbury, Conn. 

Canton, 0, 

Lebanon, Pa, 
^ aiBKISBUEG, PA. 

Schenectady, N. Y. 

Bln^iainton, N. Y« 

Somerville, Mass. 

ToungstOT.n, 0, 
^'lork. Pa. 

Brockton, Mass* 

Lancaster, Pa* 

lllento.vn. Pa. 

Reading, Pa. 

Houston, Texas 



wi Ht^ 



I pX^</ 



for p 



L.« in 



27.37 

26.91 

21.13 

18. 6S 

16.21 

16.05 

15.44 

14.91 

14*90 

14.01 

13*66 

13*61 

12.62 

12.26 

12*21 

11.66 

11*61 

11.56 

11*22 

11.08 

11*01 

10.19 

10*08 

9*97 

9.79 

9.76 

9.05 

8.47 

8*41 

8.S& 

6.80 

5.15 

4.46 



1 
2 

S 

4 

5 

6 

7 

8 

9 
10' 
11 
12 
13 
14 
15 
16 
17 

16 It 
19 
20 
21 
22 - 

ZS 

24 

2fr' 

26 

27 

26 

30 
31 

32 



EiBHisBtma, PI. 

Elementary schools* 



•f V 



10.65 



• Salary of teaching staff 
Salary of supervisory staff 

Total 



f 205,235.50 

24,465.00 

229,700.50 



26 



^f! j-roO 'j-:icil 'arf^ o* +'^c:) vt,-- frio rn^s"' 






;3.^»s3as-=-" 



^itiO 1:0 iii*a giii.isai):!; xo JrJtiO \;. 



S 
5 

a 

d 

8 

e 

01 

IL 
S.l 
EX 
M 

3X 

ai 

VI 

81 

ei 
ss 
>s 

vs 

ss 
es 

le 

ss 



le.as 

30. SI 

xa.sj: 



XS »Si£ 



S5«XI 

' .a 

XO.IX 

ex. ox 
80. ox 

30. e 





.lid 



'-:>^a9-a.a£-«%a:xcsauas3Esaaa 



)j*.i3 









,XXI i 



.81 

»xmt . 



.0 •.'! , Clo 




,j[iaoO ,^' 




n(^ 




»• 


0«J. 


.4^ , 


jua 


r .a ,■, 


effoa 


.Y .-ft , 


^ 


.eesU . 




.0 , 




.s«t 


,3tior 


»8P«*- ,n^-" 


- a 


•J'a , :tt . 


•J 









Su.OX 



•eXooxfo' 



G<i.ass,aoR $ 
oa,oo^,<»s 



'il«*« SIT?: 



'J \ 'i!"-. r.~Q * 



Ihe above table glvea the standing of Harrlsbiirg aniong thirty- two cities 
▼Ith respect to relative superviaion salary cost for all day schools, of vhich the 
elementary system of supervision is a part. It is not revealed that Harrif=!burg 
is extravagant in expenditures for all of ita supervisory services - on the contrary 
Its place is among the lower half of the thirty-ti^o cities. Hearly 69 per cent of 
these cities show a larger ratio of supervision salary cost to ti^e total salary 
cost of teaching and supervision. 

Looking at the matter of salaries paid the supervisors, it is obvious 
that the minimum of $1,400 and the maximum of $2,055, ere not extravagant salaries 
for such vork in these times. Especially is this true when compared with the present 
maximum of the elementary teachers* salaries, which Is $1,140** 

Cheaper supervision could be purchased by either decreasing the salaries 
of the supervising staff or decreasing the number of supervisors - either method. If 
adopted, voold be a gross mistake if the bosxd of school directors uish to have the 
©ducational \ elfare of the children of the community as its guiding principle In the 
formulation of policies. 

^ose Tho may considei- the present cost hi^ should keep in mind that the 
present Organization can take care of future increases in school population vlthout 
need for additional orovisions for principals in the elementary schools. Thus there 
are now 248 rooms and seating capacity for 8,955 children, yet today 215 rooms 
and 7,894 sittings ai-e being useu. This means there are unused accoramodatlons 
in the present buildings of 3S rooms and 1,061 sittings, alloving for an increase 
of at least 10 per cent in enrollment under the present system of supervision. All 
other things being equal, this will tend to reduce materially the per capita coat 
of supervision in the elementary schools. 



• *v,o teachers receive $1,240 and $1,260 respectively. 



27 



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BecoiEinendatioas for the Immediate J;'ature 

Teachers Should Be Required to Visit Other 
Schools or Classrooms: 

Prom the statements of the teachers It »a3 evident that daring the past year 

teachers vera visiting other classes to only a slight extent. It is of course true 

that t(ie teachsr shortage has rasde it difficult to release f. teaciier rrom service, 

■but it is believed that tAe visitation of teachers to other classrooras shoula be as 

much a required duty as that of teaching in her ovu classroom. A teacher usually 

receives from ruch visits more inspiration and help than from any other source* 

Supervising Principals Should Be Shifted Periodicallyj 

t It may veil be contended that a supervising principal should stay in one 

nei^borhood and In contact with one set of teacheis because of the fact that he may 

by long association get better acquainted vuth the particular piobleras of the school 

and the district. It is believed, hovever, that it is a mistaice to assign principals 

to schools or districts for more than three or four years. Principals are only human 

and are prone to so systematize their v-orlc that it soon taxes on the character of 

routine. Through a prlodic shifting of duties and of fields of action principals 

will be brought face to face vlth nev< problems, and old problems will appear in a 

*^^different light. There vlll consequently be more opportunity for gro\ith and the 

development of broader powers on the part of the principals. 

Title and Duties of Supervisor of Advanced 
Gbrades Sriould Be Changei: 

The 9iQ)ervisor of advanced grades Is In reality an assistant to the super- 
intendent since besides the duties of supervision of instruction In grades 4, 5 and 

'6, he is also responsible for the vork of each of the principals. Furthermore, this 
supervisor Is in charge of the examination aud testing of the elementaiy schools. 

»He acts as the Immeaiate advisor to the superintendent. In fact a study of the duties 
of his position Indicates that he is ss much an assistant superintendent as a super- 
visor, and it is believed that he should have the title of "assistant superintendent 
In charge of advanced grades. •• ** 



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Ihere is a definite neeci lor better organi^iation ana more exterislve *ork 
in the scientific testing of tlie pupils of tiie elementary grades. Under the present 
organization, hoverer, the superTisor of advanced grades does not have sufficient 
assistance adequately to tabulate and interpret the results of the tests. Spending 
time and money siroply in giving scientific tests is a poor investment. These tests 
should be carefully tabulated and studied for each grade and building. Charts 
and graphs should be made vhlch should be given to the principals for the-r informa- 
tion, and the results of each test should be made the subject of careful study by 
•Jery principal and tercher involved. In order to do this a clerical assistant should 
be furnishea, the majority of v^ose time shoiild be giveoa to the supervisor of advanced 
grades (assistant superintendent) lor the purpose of preparing these data. It is be- 
lieved that this assistant superintendent should be responsible fo; the forms, col- 
lection and tabiilation of all scholastic data, of vhlch the results of standard teste 
axe only a part. In this vay the responsibility for the scholastic records and re- 
ports would be centralized in one office. Particularly, all reports from the elemen- 
tary principals should go directly to the supervisor of advanced grades (assistant 
superintendent) as veil as the reports from the attendance officer. It should be his 
duty to analyze these reports and take up . ith the superintendent notevorthy problems 
or conditions reflected in these reports. These reports nov. go directly to the 
8v%}er intendent . 

Character of Supervisors* Monthly Reports 
Should Be Iii$)rovedt 

In examination of the monthly reports of the supervisors of the elementary 
schools to the superintendent shovrs that as a means for conveying administrative 
infornatlon to the chief e^cutivl; they are of little vorth. 

Such statements as - "Our aim Is to maice steady l!%irovement on past attain- 
ments"; "111 schools have been organized and are running smoothly"; "Teachers and 
pupils seem to be happy in their vrork and acre progressing"; "My object as to check 

29 

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up the work of the teafchers", etc., sue typical of the character of these reports. 

SuperTieors* reports should contain more ouantltatlve information and should coai- 

prise statements of work done or plaaned. 

Such subjects as the follov.ing should be dealt vith: 

Number of visits made to classrooms 

Number of buildings visited 

Personal conferences held vith teachers or principals 

Ntimber of deraonstration lessons given 

JRtmber of meetings of teachers or principals held 

Conditions in building - sanitary, crorvded, equipment needed 

Cases of pupils' discipline handled 

Changes in programs if any 

Special tests and results 

Plans nud aim of vork for next month 

Recommendations, etc. 

Automobile SQiould Be Provided for the Superintendent; ^^ 

Hovever rell the reporting system is designed to give the superintendent 

administrative information, he should not rely upon v.ritten reports alone in making 

plans or decisions with regard to the administration of the schools. Frequent vjsits 

to the schools where he may personally become acquainted vith the conditions are 

absolutely indispensable. It is of course necessary for him to spend a great deal 

of time In his office attending to important correspondence, conferring with parents 

and representatives of the public, preparing reports and plana for the consideration 

of the board, etc., but there v,ill hardly a day pass vhen there \^xli not be remnants 

of time ^^Mch he could well spend In even short visits to schools and conferences 

with principals or teachers. As it is now he cannot use to such advantage these 

snail periods of time because most of it v.ouid be consumed m traveling on trolley 

lines. At present if he -Aishes to visit schools, he has to set aside the most 

part of a day vhich takes the chief executive of the schools from his office for 

long periods of time. 48 a matter of econoniy, it is unwise for the school district 

to pay for unnecessary traveling time of the superintendent. From the standpoint 

of efficient supervision, furthermore, it is poor policy to make it difficult for 

him frequently to visit the schools while they are in session. It is believed that 

he should be provided vith an automobile in order that he may personally visit more 

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frequently the schools of the city. There is no good reason vhy this automoTalle 

should not be useful at times to the president or members of the board In visltlni; 

the schools* 

dradatlon Needeo^ for Extra Compensation 
of Head Teachers: 

▲ flat rate of $100 per year Is paid each head teacher of the elementary 
schools regardless of the number of teachers In the building and the volume of 
vorlc which the head teacher may be called upon to perform* Thus* if $100 is an 
adequate additional con^jensation for the head teacher in the Paitang building with 
t .0 rooms, it Is manifestly inadequate for the head teacher of the Cameron build- 
ing with tv.enty rooms. It is believed that this compensation should bear some 
relation to the extent of the responsibilities of the position. 
Assignment to DiArict No. 1 Should Be Changed; 

It is believed that one of the men principals should be assigned to district 
No. 1, In this district it is necessary for the principal to travel three-fourths 
of a mile through a district vhich affords poor facilities for travel. A part of the 
route is through a desolate section where at times it might be hazardous for an un- 
protected ftoman to venture. 



81 



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Sumnary of Main Flndlnga and Recomnandatlons 

Supei'Tision Is considered a part of the function of the executive direction 
and control of the work of the eleraentary schools. Xhe system of supervi-sion for the 
elementary schools existing prior to September , 1319, \ as inadequate. She present 
system of supervision is justified from the staudpoint oft 

1 - 'Sa.a iiumher of teachers 

2 - The number, size and location of buildings 

S - She provisions made In the curriculum lor special subjects 

4 - The training, experience ana turnover of the present teaching staff 

Certain i>ositive benefits have accrueu from the present system of sxqyeT- 
vision, cnong the most imi^ortant of v.hich are: 

1 - Responsibility for the instruction as veil as the discipline and v ork 

envlroninent of the teachers in each district has been unified 

2 - Oppoi-tunlt. es for helping inexperlencea teachers have increased 

5 - Opportunities for helping bact.vard. Indifferent and truant children 

have been Increased 

4 - There are greater opportunities for bringing the school and home into 

closer cooperation 

5 - Classroom orK and metnods mny be, and are made more definite 

6 - itore direction is given to increasing the professional interests and 

grovth of the teachers 

7 - Other services of the system (notably attendance control and the main- 

tenance and operation of buildings) are made more effective 

No confusion has resulted in having tv o sets of supervisory officers for 

the elementaiy schools* 

The annual salary cost of the present supervision of grades 1 to 7B Is 
|S.10 per pupil. It IS believed that Is not an unreasonable figure. Compared with 
the other school organizations, tne ratio of the salary cost for supervision to the 

32 



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total salary cost of teaching and super v:?. s ion of the elementary schools {grades 1 
to 7B) (ahout 9 per cent) is about trie© as much as that of the junior hi^ schools 
(4.1) and about one-third more than that of the high schools (6.). 

Conpared ^^■ith the salary costs of the old system of superTlslon for the 
elementary grades 1 to 8, the present system costs about twice as much. 

CoBtpared v.lth thirty-t*o cities compaiable in size, the ratio of the salary 
cost of supervision to the total salary cost of teaciiinfe eiid supervision in th© day 
schools, Harrlsburg is among the cities having lo^ ratios - t~v'erity-tv.o of the thirty- 
tvro cities have a higher ratio than Harrisburg. 

for the iomeuiate future it is recommended thats 

1 - Teachers should be required to visit other schools or classrooms 

2 - Supervising principals should be shifted periodically 

S - Title ana duties of the supervisor of advanced grades should be 
changed 

4 - Character of supervisors' monthly reports should be improved 

5 - Automobile should be provided for the superintendent 

6 - Oradation needed for extra condensation of head teachers 

7 - Assignment to District No. 1 should be changed 



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